Computer Literacy Placement Exam Design And Assessment
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Computer Literacy Placement Exam Design And Assessment

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Presentation given at Course Technology's 2010 Conference: Connecting Today. Shaping Tomorrow. March 11, 2010

Presentation given at Course Technology's 2010 Conference: Connecting Today. Shaping Tomorrow. March 11, 2010

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  • 1. Computer Literacy Placement Exam Design and Assessment
    Amber M. Epps
    The Art Institute of Pittsburgh
  • 2. What is Computer Literacy?
    Computer-related terminology
    Hardware and software basics
    Basic operating system functionality
    File management
    Using the internet and understanding related issues
    Productivity applications
  • 3. Why Do We Care?
  • 4. Facts
    May or may not be a required course
    Students complain!
    Faculty complain!
  • 5. Myths
    Students already know “this stuff”
    Should be removed from curriculum without a backup plan
  • 6. Survey Says...
    Students don’t always know as much as they think they do
    Students need to meet minimum proficiency requirements
    School-defined
    Industry-defined
    Every school is different
    Need to continue research
  • 7. So Now What??
  • 8. Assessment!
    According to the Higher Learning Commission:
    “Assessment of student learning is a participatory, iterative process that:
    Provides data/information you need on your students’ learning
    Engages you and others in analyzing and using this data/information to confirm and improve teaching and learning
    Produces evidence that students are learning the outcomes you intended
    Guides you in making educational and institutional improvements
    Evaluates whether changes made improve/impact student learning, and documents the learning and your efforts.”
  • 9. Assessment! (cont)
    Accreditation often requires computer literacy standards
    Not always fun...but important
    Evolving work in progress
    Don’t expect perfection right away
  • 10. Where to Begin?
    Know your school’s policies
    Who else is involved?
    Consider the scope
    How many students will be affected?
    Online students?
    Staffing requirements
    Get faculty involved!
    Use tools that are available to you
  • 11. Next...
    Platform issues: PC vs Mac
    Plan...
    What’s important?
    What do you want to know?
    Start with your competencies
    What should students know?
    Find balance between theory and application
    Ask faculty what matters most
  • 12. Suggestions!
    Use a question pool
    Check text book instructor resources
    Separate competencies by section
    Automate as much as possible
    Clear rubrics when manual grading required
    What is a passing score?
    Pilot test with a focus group
    Be flexible and aware of changes
    Remote testing?
  • 13. So I’ve Created My Exam...Now What?
    What to assess:
    Pass/fail rate overall
    Pass/fail rate per major
    Pre/post test differences
    Anything that’s important to YOU and YOUR school
  • 14. What Does Assessment Tell Us?
    Achievement of learning outcomes
    Competency proficiencies
    Competency deficiencies
    Changes to degree requirements?
  • 15. Let’s Look At Some Real Examples
  • 16. Pre-Test: Theory*Based on 80% as Passing Score
  • 17. Test-Out Results*Based on 80% as Passing Score
  • 18. Questions!!
    Why is the pre-test passing rate so low?
    Why is the test-out passing rate so high?
  • 19. Time to share!
    Feel free to contact me:
    Amber M. Epps
    The Art Institute of Pittsburgh
    412.291.7398
    amepps@aii.edu